Importance of Outdoor Garden Classroom

An outdoor learning environment that brings learning outside is a garden classroom. It becomes a gathering spot for instructors and students at the school and presents a chance to bring nature into the classroom. Students get the ability to interact with the environment, which makes learning more engaging and develops their understanding of how natural resources and daily living are intertwined (Elliott, 2008).

Classrooms with gardens outside help kids understand math and English concepts. The children have the chance to relate the meaning of the numbers printed with the quantity of herbs grown in the garden by using the garden as a learning concept for arithmetic. Besides, students are involved in a census and fractional activity related to recipes for plant bread, and they can connect this amount to digital processing. Not only makes it students’ mathematical skills grow, but level of learning English is increasing. In the same context, observations made in open classrooms were recorded in magazines and academic records. The students then read these notes with a loud voice in class. Similarities and differences are discussed in the context of a group involving the colour, the odour, and the structure of some plants found in the atmosphere. Outdoor classes help in developing the writing, reading, and speaking skills in the classroom (Winters, Ring, & Burriss, 2010).

First, from childhood to adulthood, people learn about the natural world and create essential skills for scientific learning. It is crucial for young individuals to learn about the natural world they live in. It has been found that even children will notice regularity in the world and then use this understanding to create knowledge that can help predict future natural phenomena. The first few years of life are particularly important for external education, because it is about when kids study the world surrounding them (Elliott, 2008). For example, children will see blossoming, lunar changes of appearance, melting snow, and flying birds; they will also learn the names of things, processes, and animals that can then be used to engage in adult conversation. Thus, during the study, children and young people can include school experiences and informal learning to create a scientific understanding of the natural world. As it occurs during childhood, one explores and explains why natural phenomena continue to grow (Knight, 2013).

Extracurricular experiences in the garden classroom enhance social development. Primary schoolers are easy to move from a confrontation between people in an open space. They also show little of the lack of cooperation, frustration, and anger. Besides, adults can interact with children while living in the outer environment, because students are allowed to move freely and make noise while outdoors, compared to where they are expected to sit down and remain silent. It enables learners to be more spontaneous and develop their social skills (Elliott & Davis, 2008).

Not only does the classroom give children the opportunity to investigate the natural world, but it also provides an excellent environment for doing a group activity where knowledge is enhanced (Wilson, 2012). Also, in such setting, specific skills and concepts have been developed that relate to real, objective, and practical goals. For example, some of the work that has been done to improve these skills includes construction, training, establishing a natural compound, teenage removal, and planting (Maynard & Waters, 2007).

Conclusively, numerous studies have shown possible link between open education and training. Students with external curriculum received higher scores for transfer tests and improved mathematics, writing and reading results, thus creating positive learning behaviours.

References

Elliott, S. (Ed.). (2008). The outdoor playspace naturally for children birth to five years. Castle Hill, NSW: Pademelon Press.

Elliott, S.L., & Davis, J.M. (2008). Introduction: Why natural outdoor playspaces? In S. Elliott (Ed.), The Outdoor Playspace Naturally: For Children Birth to Five Years (pp. 1-14). Castle Hill, NSW: Pademelon Press.

Knight, S. (Ed.). (2013). International perspectives on forest school: Natural spaces to play and learn. London, UK: SAGE.

Maynard, T., & Waters, J. (2007). Learning in the outdoor environment: A missed opportunity? Early Years, 27(3), 255-265.

Wilson, R. (2012). Nature and young children: Encouraging creative play and learning in natural environments, 2nd ed. Abingdon, Oxon: Routledge.

Winters, J., Ring, T., & Burriss, K. (2010). Cultivating math and science in a school garden. Childhood Education, 86(4), 248-G.